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The Do’s and Don’ts of Supporting Autistic Students in Schools
As an autistic high school senior, I’ve spent my time in high school juggling 12 AP and IB classes while being a campus leader, whether it be as Vice President of the 60-member club I co-founded or as a cabinet member in an award-winning Science Olympiad team. I’ve also deeply invested myself...
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Innovations in Scaling Up the Use of Evidence-Based Practices in Public Schools
High quality implementation of evidence-based instructional and intervention strategies has been identified as critical for educators supporting autistic students. Using evidence-based practices (EBP) is required by policy (Every Student Succeeds Act [ESSA], 2015, and the Individuals with...
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Special Education Services During the COVID-19 Pandemic: Implications for Students with Autism Spectrum Disorder
The COVID-19 pandemic has created significant challenges and obstacles for many individuals and families, including those with autism spectrum disorder (ASD) and related developmental disabilities (Eshraghi et al., 2020; Eshraghi et al., 2022). Children with ASD often depend on a combination of...
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Autism and Education: One Size Does Not Fit All
Having attended many talks, workshops, and education-related autism community events, I often hear the expression “one size does not fit all” used by teachers and other professionals who work with students on the spectrum. It is always gratifying for me to hear people having the most experience...
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Are Autistic Students Traumatized in Schools?
According to a 2017 study, “77% of autistic high school students play a very limited role or no role at all in post-secondary planning compared to 47 % of students with intellectual disabilities and 27% of students with all other disabilities” (Gillespie-Lynch, K. et al., 2017). Why do so...
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Balancing and Prioritizing Academic and Behavioral Goals in an Inclusive Classroom Setting
Before academics can be made a priority, a child’s behaviors must be addressed to set them up to be successful in an inclusive, general education setting. In an inclusive classroom setting, there are many behavioral demands placed upon a student. Target behaviors must be prioritized in order for...
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AHRC NYC’s Laura McCabe, BCBA, Urges Teachers to Keep an Open Mind and Give Students a Chance to Change
The following is an interview with Laura McCabe, BCBA, Coordinator at AHRC New York City’s Middle High School. What made you decide to go into this field? Did you always know you wanted to work with students on the autism spectrum? I was always interested in understanding the human mind...
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Managing Back-to-School Jitters: Tips to Help Children With Special Needs Ensure a Smooth Transition
Remember how it felt as a child before your first day of school? Perhaps you experienced butterflies in your stomach or loss of sleep the night before. You were excited to see your friends, but also nervous about what the new school year would bring. That is exactly how I am feeling about sending...
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Your Child’s Right to an Appropriate Transition Plan
One of the main objectives of the Individuals with Disabilities Education Act (IDEA) is to ensure that children receive an appropriate education that prepares them for further education, employment, and independent living.1 Accordingly, school districts must develop Transition Plans that are...
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Uniquely Human Podcast #9 – Honoring the Culture of Autism with Michael John Carley
Episode 9 - Honoring the Culture of Autism with Michael John Carley Overview Michael John Carley joins us to discuss the importance of respecting autism culture in school and at work. Continue the Discussion Do you have a book or podcast club? If so, you may use this discussion guide...
